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Mobile Planetariums

https://www.youtube.com/watch?v=bZNslmnNVP8

Immersive Experiences is the multi-award-winning provider of learning experiences across the UK’s largest fleet of mobile planetariums, drones, VR and sensory rooms

With over 100 years of combined experience, teaching multiple subjects within our 360° multi-purpose domes/rooms, we guarantee your students will be left in awe. Over the course of our teams’ careers, we have taught more than 500,000 children both in the UK and abroad.

Our creative educational shows range from Early Years/Foundation to Key Stage 5 and Post 16. Our presenters and education officers also cover both the national curriculum and common entrance 13 syllabus.

Our state-of-the-art multi-purpose planetariums cover a huge variety of subjects including: Astronomy, Biology, Chemistry, Physics, Mathematics, Dinosaurs, History, Geography, Geology, Music, Art, Culture, Dance and miscellaneous other STEM topics.

As the UK’s leading provider of mobile planetariums, we pride ourselves in leading the way in several key areas, ensuring our services and value remain unbeatable.

Highly acclaimed learning with the UK’s No1 planetarium provider

• • Generously subsidised hire rates for UK schools and registered charities saving up to 50% off business hire rates.
  • Totally unlimited shows, programs and sessions during the day, across all subjects and ages
  • UK’s leading developer in friendly SEN/PMLD/Wheelchair, Hearing/Visually impaired shows and domes/experiences.
  • Only planetarium provider able to look after thousands of students a day
  • Access to the greatest variety of shows, content, experiences across all our domes and immersive VR experiences
  • Highly trained staff including teachers, astronomers, scientists and lecturers all safegaurded trained and enhanced DBS checked.
  • Almost unlimited themes for your event i.e. Christmas, dinosaurs, space, art, music and many more
  • National coverage, with presenters located all over the UK
  • International partners, bringing our planetariums almost anywhere in the world

Popular Packages

4m & 5m Mobile Planetarium Dome Theatres (Small) – 7 available

6m Mobile Planetarium Dome Theatres (Medium) – 5 available

7m Mobile Planetarium Dome Theatres (Large) – 2 available

8m Mobile Planetarium Dome Theatres (Extra Large) – 2 available

10m Mobile Planetarium Dome Theatre (Giant) – the largest in the world!

Specialist Domes, Geodomes & SEND Domes

Curriculum links
OCR A-Level:

• Astrophysics and cosmology
  This section provides knowledge and understanding of stars, Wien’s displacement law, Stefan’s law, Hubble’s law and the Big Bang.
  Learners have the opportunity to appreciate how scientific ideas of the Big Bang developed over time and how its validity is supported by research and experimental work carried out by the scientific community.
  
• Stars
  Learners should be able to demonstrate and apply their knowledge and understanding of:
  • (a) the terms planets, planetary satellites, comets, solar systems, galaxies and the universe
  • (b) formation of a star from interstellar dust and gas in terms of gravitational collapse, fusion of hydrogen into helium, radiation and gas pressure
    Learners are not expected to know the details of fusion in terms of Einstein’s mass-energy equation.
  • (c) evolution of a low-mass star like our Sun into a red giant and white dwarf; planetary nebula
  • (d) characteristics of a white dwarf; electron degeneracy pressure; Chandrasekhar limit
  • (e) evolution of a massive star into a red super giant and then either a neutron star or black hole; supernova
  • (f) characteristics of a neutron star and a black hole HSW8
  • (g) Hertzsprung–Russell (HR) diagram as luminosity- temperature plot; main sequence; red giants; super red giants; white dwarfs.
    
• Electromagnetic radiation from stars
  Learners should be able to demonstrate and apply their knowledge and understanding of:
  • (a) energy levels of electrons in isolated gas atoms
  • (b) the idea that energy levels have negative values
  • (c) emission spectral lines from hot gases in terms of emission of photons and transition of electrons between discrete energy levels
  • (d) the equations and hf = delta E and
• Learners will also require knowledge of section 4.5 (photons, quantum, photoelectric effect &c)
  (e) different atoms have different spectral lines which can be used to identify elements within stars
  (f) continuous spectrum, emission line spectrum and absorption line spectrum
  (g) transmission diffraction grating used to determine the wavelength of light
  The structure and use of an optical spectrometer are not required;
  (h) the condition for maxima
  (i) use of Wien’s displacement law 1 Tmax m to estimate the peak surface temperature (of a star)
  (j) luminosity L of a star; Stefan’s law. Learners will also require knowledge of waves

(k) use of Wien’s displacement law and Stefan’s law to estimate the radius of a star.

5.5.3 Cosmology
Learning outcomes
Learners should be able to demonstrate and apply their knowledge and understanding of:
(a) distances measured in astronomical unit (AU), light-year (ly) and parsec (pc)
(b) stellar parallax; distances the parsec (pc)
(c) the equation p = 1/d , where p is the parallax in seconds of arc and d is the distance in parsec
(d) the Cosmological principle; universe is homogeneous, isotropic and the laws of physics are universal
(e) Doppler effect; Doppler shift of electromagnetic radiation
(f) Doppler equation df/f ~ dl/l ~ v/c for a source of electromagnetic radiation moving relative to an observer
(g) Hubble’s law; v ≈ H0 d for receding galaxies, where H0 is the Hubble constant
(h) model of an expanding universe supported by galactic red shift
(i) Hubble constant H0 in both km s–1 Mpc–1 and s–1 units
(j) the Big Bang theory
(k) experimental evidence for the Big Bang theory from microwave background radiation at a temperature of 2.7 K The development and acceptance of Big Bang theory by the scientific community.
(l) the idea that the Big Bang gave rise to the expansion of space-time
(m) estimation for the age of the universe; t ≈ H0–1 M1.4
(n) evolution of the universe after the Big Bang to the present
(o) current ideas; universe is made up of dark energy, dark matter, and a small percentage of ordinary matter  
From Space Physics: Questions about where we are, and where we came from, have been asked for thousands of years. In the past century, astronomers and astrophysicists have made remarkable progress in understanding the scale and structure of the universe, its evolution and ours. New questions have emerged recently. ‘Dark matter’, which bends light and holds galaxies together but does not emit electromagnetic radiation, is everywhere – what is it? And what is causing the universe to expand ever faster?
4.8.1 Solar system; stability of orbital motions; satellites (physics only)
4.8.1.1 Our solar system
Content
Within our solar system there is one star, the Sun, plus the eight planets and the dwarf planets that orbit around the Sun. Natural satellites, the moons that orbit planets, are also part of the solar system.
Our solar system is a small part of the Milky Way galaxy. The Sun was formed from a cloud of dust and gas (nebula) pulled together by gravitational attraction. Students should be able to explain:
• how, at the start of a star’s life cycle, the dust and gas drawn together by gravity causes fusion reactions
• that fusion reactions lead to an equilibrium between the gravitational collapse of a star and the expansion of a star due to fusion energy. 4.8.1.2 The Life Cycle of a Star
A star goes through a life cycle. The life cycle is determined by the size of the star.
Students should be able to describe the life cycle of a star:
• the size of the Sun
• much more massive than the Sun.
Fusion processes in stars produce all of the naturally occurring elements. Elements heavier than iron are produced in a supernova. The explosion of a massive star (supernova) distributes the elements throughout the universe.
Students should be able to explain how fusion processes lead to the formation of new elements.  4.8.1.3 Orbital motion, natural and artificial satellites
Content
Gravity provides the force that allows planets and satellites (both natural and artificial) to maintain their circular orbits. Students should be able to describe the similarities and distinctions between the planets, their moons, and artificial satellites.
(HT only) Students should be able to explain qualitatively how:
• (HT only) for circular orbits, the force of gravity can lead to changing velocity but unchanged speed
• (HT only) for a stable orbit, the radius must change if the speed changes. 4.8.2 Red-shift (physics only)
There is an observed increase in the wavelength of light from most distant galaxies. The further away the galaxies, the faster they are moving and the bigger the observed increase in wavelength. This effect is called red-shift.
The observed red-shift provides evidence that space itself (the universe) is expanding and supports the Big Bang theory. The Big Bang theory suggests that the universe began from a very small region that was extremely hot and dense. Since 1998 onwards, observations of supernovae suggest that distant galaxies are receding ever faster.
Students should be able to explain:
• qualitatively the red-shift of light from galaxies that are receding
• that the change of each galaxy’s speed with distance is evidence of an expanding universe
• how red-shift provides evidence for the Big Bang model
• how scientists are able to use observations to arrive at theories such as the Big Bang theory
• that there is still much about the universe that is not understood, for example dark mass and dark energy.
https://www.immersive-experiences.co.uk/wp-content/uploads/2022/01/Dome-City-Dua-projections.mp4

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